International Journal of Applied Linguistics最新文献

An increasing body of research has investigated the role of enjoyment in second language acquisition (SLA); however, few studies have explored whether learners of Chinese as a second/foreign language (CS/FL) experience enjoyment in learning Hanzi (Chinese characters) and how enjoyment impacts Hanzi recognition performance. To address this gap, a Hanzi Learning Enjoyment Scale was developed and administered to 446 Arabic CS/FL learners, 144 of whom also completed a Hanzi recognition test. Two key findings emerged. First, the results of factor analysis revealed four factors underlying Hanzi learning enjoyment: Hanzi culture, personal attitudes, teacher support, and personal fulfillment. Second, enjoyment did not emerge as a significant predictor of Hanzi recognition performance. Notably, the variance in Hanzi recognition scores explained by enjoyment ranked among the top three explanatory variables, comparable to the predictive power of years spent learning Chinese. This study concludes with theoretical insights into the construct of foreign language enjoyment (FLE) across different languages and language components, as well as practical recommendations for enhancing Hanzi instruction.

Email is a tool used often for developing rapport between students and teachers. A professor's email mistakes may affect the attributions students make about the professor's competence and professionalism. This study used an experimental, between-subjects design to analyze the impact of professors’ typographical mistakes during initial email interactions and the moderating role of instructor demographics in those perceptions. The final sample consisted of 426 participants (64.6% female, 75.8% Caucasian) across eight universities representing five regions of the United States. The results of this study showed an instructor's email mistakes do lead to negative perceptions. Furthermore, it showed a professor's internationalized status moderated student attributions while gender did not. Though email has a low barrier to entry, mistakes are common and easy to make. The findings of this study highlight the importance of careful communication as a practice, especially during the early stages of a course.

Amid the increasing research on language learner agency, attention has rarely been paid to the psychological process of agency construction. Specifically, the role that emotions play in this process requires further investigation due to the emotion-laden nature of foreign language learning. Drawing on Bandura's (1989) social cognitive theory, this study examined the interplay between agency and emotions in the English learning experiences of secondary school EFL learners who achieved high levels of English proficiency. The data were collected from 10 secondary school students in China through written Critical Incident Technique reports and semi-structured interviews. All the data were analyzed in NVivo using both deductive and inductive approaches. Results showed that learner emotions were both resources for and results of agency. Positive emotions and the process of overcoming negative emotions nurtured the learners’ sense of agency, while a high level of agency generated more positive feelings and mitigated the negative emotions’ impact on learning motivation and engagement. Practical implications for language teachers and parents are discussed.

Motivation research has traditionally prioritized English over languages other than English (LOTE), leaving gaps in understanding LOTE learning motivation, and its unique dynamics. This study addresses these gaps by investigating the fluctuating motivational dynamics of Chinese learners studying LOTEs and examining how their learning experiences shape their ideal and ought-to L2 selves. Using longitudinal qualitative data from seven participants within the L2 motivational self system (L2MSS) framework, the findings reveal a complex, non-linear trajectory. Learners initially faced motivational decline due to academic challenges and doubts about LOTE's practical value. However, a recovery phase emerged, catalyzed by accumulated positive learning experiences, including support from teachers and peers, which helped learners realign their language selves with personal meaning and intrinsic goals. These shifts embedded in the learning experience further led to the development of more personally meaningful ideal L2 selves and a strengthened ought-to L2 self, contributing to the fluctuating motivational dynamics. This study thus expands understanding of LOTE motivation in China by emphasizing the essential role of learning experiences in the evolution of L2 selves, highlighting the value of promoting various facets of learning experience to sustain LOTE motivation.

Despite the growing recognition of the complexities of foreign language teacher emotions, limited attention has been paid to the dynamic emotional changes of English as a foreign language (EFL) teachers and their impact on professional identity during teaching reform. This narrative case study investigated the emotional trajectory of an experienced EFL teacher and the influence of specific emotions on her professional identity during a 16-week blended teaching reform at a Chinese university. Data were collected through two in-depth semi-structured interviews, six reflective journals, and four informal conversations. The qualitative data analysis revealed an emotional trajectory starting with ambivalence before the reform, followed by emotional fluctuations in the beginning, a burden in the middle, exhaustion by the end, and recovery after the reform. Moreover, the findings indicated that enthusiasm contributed to the construction of her identity as a confident innovator, and joy, satisfaction, and pride reinforced this identity in the early phases. In contrast, sadness, shame, and frustration led to an identity crisis, turning her into a disillusioned reformer; fear, despair, and anxiety pushed her back to a knowledge transmitter. Ultimately, sadness and helplessness in a supportive environment motivated her to redefine her future identity as ‘‘an organizer, supervisor, facilitator, and even entertainer.’’ The study highlights the need for emotional support for teachers during teaching reform.